81581 - Digital Media Theories and Techniques (1) (LM)

Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Decent work and economic growth

Academic Year 2021/2022

Learning outcomes

At the end of the course, the student acquires the fundamental knowledge and concepts related to multimedia and the design of multimedia applications (objectives, conception, organization, typology and peculiarities of contents, interface, design, scenographic and direction aspects, development).

Course contents

This course is designed to provide the student with the theoretical knowledge and initial practical skills for the use of digital media.


  • Context: how the web we know today developed and where it is going
  • Operational content marketing: editorial plan, SEO, curation, distribution and monitoring
  • The site/blog: from information architecture to wordpress
  • Newsletter and Email marketing: tools and techniques to generate useful contacts and cultivate relationships of trust


  • Content Marketing operations: types of content and tools.
  • Writing for the web: from usability to reading patterns on the web, copy storytelling
  • Storytelling
  • Web Reputation


Required texts:

  • Lecture slides available in the online area of the course
  • Handout available in the online area of the course
  • Two texts to choose from:
  • Conti - Carriero, Content Marketing, Hoepli
  • Nicola Bonora, Content Design, Apogeo
  • Alfonso Cannavacciuolo, Manuale di Copywriting e Scrittura per i Social, HOEPLI
  • Maura Cannaviello, Email Marketing Automation, Flaccovio
  • Miriam Bertoli, Web Marketing per le PMI, HOEPLI.

Recommended texts:

  • Chris Anderson, La coda lunga, Rizzoli
  • Don Tapscott, Wikinomics. La collaborazione di massa che sta cambiando il mondo, ETAS
  • Robert Cialdini, Le armi della persuasione, Giunti
  • Jacopo Matteuzzi, Inbound Marketing - Le nuove regole dell'era digitale, Flaccovio
  • Andrea Fontana, Storie che incantano, ROI
  • Andrea Saletti, Neuromarketing e Scienze cognitive, Flaccovio.

Teaching methods

Traditional teaching mode: the teacher will always be present in the classroom designated for teaching, students will alternate in presence according to modalities that will be communicated.

Students who intend to actively participate in the course are advised to attend (in presence or remotely) the first lecture on September 20, 2021 at 13.00 where the program and teaching methods will be explained.

Attendance is not compulsory, but it is strongly recommended: the classroom exercises will be set following the structure of the paper required for the oral test, so as to facilitate the preparation.

It is suggested to the students present in the classroom to bring their pc to class.

ATTENTION: Given the fluidity of the emergency situation that we are experiencing and since this program is published in July 2021 it is possible that the mode of delivery of teaching will change in the coming months. In this case, timely notice will be given through an update of this program, as well as through appropriate notices published on the usual institutional channels, namely: notices published on the faculty page (https://www.unibo.it/sitoweb/roberto.cobianchi), on the CITEM Degree Course Web site (https://corsi.unibo.it/magistrale/Cinema ) and on the official FB page of the CITEM Degree Course (https://www.facebook.com/Unibo.Citem/ ) that all students are invited to consult periodically.

Assessment methods

The exam consists of an oral interview, the same for all students, both attending and not attending, which includes the presentation of an original paper (15') followed by some follow-up questions from the teacher.

The paper consists of a Content Marketing Plan for a real or hypothetical commercial or non-commercial activity, chosen by the student, to be checked in advance with the teacher, via email or during one of the scheduled meetings.

The structure of the paper, the criteria for choosing the topic and the methods of preparation and presentation for the exam will be explained in the first lesson and will be available in the online materials of the course.

The paper can be developed individually or in groups of 2-3 people (preferred).

If the oral exam is to be held online, the paper must be submitted to the teacher in digital format by the evening of the day before the exam, just to avoid last-minute problems.

Vice versa, if the oral exam is held in the classroom and in presence, the paper will be submitted the same day of the call, in digital or paper format.

In order to take the exam, it is necessary to register on the list through the AlmaEsami service. Students not registered will not be admitted to take the test. We also remind you that it is necessary to show up at the exam with your UniBo credentials and an identification document.

Evaluation criteria

The oral test is used to assess whether the student has achieved the following educational objectives:

  • knowledge of the web and social landscape
  • knowledge of the evolutionary trends of the Internet
  • knowledge of the characteristics of the main social networks
  • knowledge of digital content types, characteristics, constraints, opportunities
  • knowledge of the main metrics and measurement tools
  • ability of the student to rework in a personal way the texts in the program and to create connections between the basics of the course and the insights made in class and the proposed integrative readings.

The confident possession of such knowledge and skills, the use of language appropriate to the discipline, as well as the original reworking of the notions learned during the course will lead to evaluations of excellence.

Manualistic knowledge of the subject, an unarticulated ability to synthesize and analyze, or correct but not always appropriate language, as well as a scholastic command of the discipline will lead to fair evaluations. Formative gaps or inappropriate language, as well as a lack of knowledge of historical and methodological tools lead to grades that are on the threshold of sufficiency.

Formative gaps, inappropriate language, lack of orientation within the bibliography as well as inability to reconstruct historiography are evaluated negatively.

Teaching tools

Lectures with slide support, online browsing of sites, social profiles and tools, classroom exercises.

Office hours

See the website of Roberto Cobianchi